FREETOWN TEACHERS COLLEGE

TEACHER EDUCATION DEPARTMENT

H.T.C (SECONDARY) FINAL YEAR COURSE NOTES

EDUCATIONAL METHODS
Topics:
1. INTRODUCTION OF EDUCATIONAL METHODS
a. The meaning and relevance of Teaching Methods
b. Special Methods of Teaching
2. LESSON PLANNING
a. The skills of planning a lesson using the components of a lesson plan

3. MICRO – TEACHING SKILLS

Skills in the systematic plans for Micro-teaching
1. MOTIVATION
• Definition and types of Motivation
• Problems of Motivating learners in the classroom.
• Importance of Maslow’s hierarchy of needs and how the teacher would use it.
1. TEACHING LEARNING RESOURCES
• Definition and importance of teaching-learning resources.
1. CATEGORIES OF TEACHING LEARNING MATERIALS AND EQUIPMENT
2. Audio
3. Visual
4. Audio-visual
5. Primary Aids
6. Secondary Aids
7. Tertiary Aids

GENERAL INTRODUCTION:
Teaching is a guiding process wherein the tutor/teacher guides and facilitates the learning
process towards successful learning outcomes.
The discussion will be based on the following areas:
Ø The meaning and relevance of Teaching Methods
Ø Lesson Planning
Ø Micro Teaching Skills
Ø Motivation
Ø Teaching Learning Resources, types, preparation and improvisation.
Ø All these are led to the accomplishment of the desired learning outcomes.

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THE MEANING AND RELEVANCE OF TEACHING METHODS
INTRODUCTION:
Teaching methods are systematic procedures designed to follow the practical application of
good teaching principles towards the achievement of successful learning outcomes.
The selection of the teaching methods is based on the nature of learners,
content of the topic, the learning resources (materials) available time and learning needs of
the learners.
The effective and efficient use of good methods form the fundamental basis of every good
teaching, in fact, the great educator,
John Herbart advocated for the application of a systematic, orderly step by step procedures,
which he referred to as the five formal steps for good teaching.
The steps are: Preparation, Presentation, Comparison, General Application
LEARNING CONTENTS:
Ø Some of the methods of teaching are:
Ø The lecture method
Ø The discussion method
Ø The project method
Ø The discovery method
Ø Role-Playing method
Ø Field Trip
Ø Demonstration/Illustration method

RELATIONSHIP BETWEEN LEARNING AND TEACHING:

Teaching promotes learning
Teaching involves considerable aspects of Learning, that is to say, anyone engaged in
efficient and effective teaching should acquire the knowledge and skills before becoming a
teacher, therefore, Teaching and Learning are continuous processes in institutions

CATEGORIES OF TEACHING METHODS:

There are two broad categories of teaching methods, these are the
1. Child-Centred Method
2. Teacher – Centered Method
1. CHILD-CENTRED TEACHING METHODS:
Ø Acknowledge that children’s needs should determine what they learn at school.
Ø Recognise and respond to the changing characteristics that distinguish children of
different ages.
Ø The Learners are more active that is, learners become active participants.
Ø The tutor/ teacher takes the role of a guide and a helper.
Ø The learning atmosphere is more conducive.
Ø Learners are busy performing tasks or doing exercises.
Ø Learning resources will be available and at the disposal of learners
1. Teacher – Cantered Methods:
Ø The teacher takes himself/herself as a fountain of knowledge
Ø Learners become passive receivers while the teacher pours knowledge in them.
Ø There is very little use of learning resources by the learners.
Ø The learners are pre-occupied listening and copying notes from the chalkboard..
Ø There is usually no group work or peer learning.

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The Discussion Method:
INTRODUCTION:
This is a group deliberation carried out by an oral discourse under the guidance of the teacher
or moderator to address problems or challenges through reflective thinking.
LEARNING CONTENTS:
Ø Definition of discussion
Ø Selection of Topic
Ø Key points or facts about the topic selected
Ø Advantages of discussion
Ø Disadvantages of discussion
The skills acquired could be used during debates.
ADVANTAGES OF DISCUSSION METHOD
Ø Learners develop confidence
Ø It fosters group spirit
Ø Learners analyse and evaluate facts
Ø It trains learners to become effective in oral communication
Ø It also covers the gap between creative thinking and memorization
Ø Learners become active participants in the learning situation.
ADVANTAGES OF DISCUSSION METHOD
Ø Discussion is time- consuming in all processes – Preparation, the discussion process
and evaluation.
Ø Some learners tend to dominate except when they are controlled by the moderator.
Ø Some discussants present wrong information due to poor research findings.
CONCLUSION:
Discussion fosters peer- learning, group spirit, makes timid learners bold, do research,
encourages effective oral communication and learners exhibit creative thinking.

REFERENCES:
Farrant J.S. (2004)
Garland WJ (1999) A Student Guide to Effective Learning, Canada: McMaster University
In Hersh, R(2009), A Student-Focused Approach to Education
Harden, R.M. and J. Crosby (2000) AMEE Guide No 20: The good teacher is more than a
lecturer – the twelve roles of the teacher
Longman Group U.K. Limited
Principles and Practice of Education

SAMPLES QUESTIONS FOR PRACTICE:

1. Discuss the following methods of teaching and state the role of the teacher in each of the
methods:
a. Discussion and debate
b. Field trip
1. Justify the relevance of discussion with four salient points and give two demerits of the
method.
2. (a) What is your understanding of the Discussion method?
(b) Outline four shortcomings of the discussion method in the learning situation.

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 LESSON PLANNING
Using the components of a lesson plan
INTRODUCTION
Lesson planning is fundamental to the teaching and learning process.
A well-prepared lesson can be taught for positive learning outcome
In planning to prepare a lesson note, the tutor determines; “who is to be taught?
Moreover, another question to be asked should be “what to be taught? This shows the lesson
has an aim and materials to achieve the aim
Another question is “how the lesson should be taught? This determines the method to be used
in the teaching-learning process.
Variety is the spice of life; therefore, the tutor should vary his/her methods.
The teacher’s/ tutor’s job is to:
Introduce the lesson topic
Ø Introduce and consolidate each learning step by demonstrations, explanations, and
learners’ activities among others.
Ø Deal with situations as they arise.
Ø Bring the lesson to a satisfactory conclusion
LEARNING CONTENTS:
Ø Teaching materials
Ø Chalkboard summary
Ø General information
Ø Aims, objectives or learning outcomes
Ø Previous knowledge
Ø Introduction
Ø Children’s activities
Ø Conclusion
GENERAL INFORMATION:
This includes the title or theme of the lesson, date and time, the length of time allocated to
the lesson.
The age and gender, the class, the roll, the stream or if mixed
AIM AND OBJECTIVES (Learning outcomes)
In teaching a lesson in a subject, there should be a specific aim. The aim provides the limit of
the lesson.
LEARNING OUTCOMES (objectives)
This shows the achievement which the tutor would expect from the learners by the end of the
lesson. Learning outcomes should be expressed in behavioural terms e.g.to draw, to
calculate, to spell, and to construct sentences, to solve math problems etc.
PREVIOUS KNOWLEDGE:
Every lesson relies on knowledge the learners have already acquired. The tutor/teacher builds
on knowledge. However, the previous knowledge should be relevant to the new knowledge
to be taught and could help learners to learn more successfully.
INTRODUCTION:
This should be stimulating, arousing the curiosity and interest of the learners and even make
them responsive and alert.
PRESENTATION:
This should be clear and should show what is to be taught, discussion should be a purposeful
exercise. The teacher’s ingenuity and skill should be evident from the presentation.

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CONCLUSION:
This aspect of the lesson shows where the aim is finally realized. It will be brief but
sometimes forms the main part of the lesson.
CHILDREN’S ACTIVITIES:
The lesson should not become a lecture. There should be active participants in the teaching
and learning process by performing a series of exercises towards the achievement of the
desired learning outcomes.
TEACHING MATERIALS (Resources): This includes pictures, maps, and models,
projectors materials required for handwork in Home Science, Agriculture, Practical Arts,
Math, and Performing Arts etc.
CHALKBOARD SUMMARY:
Provision should be made on the chalkboard where information taught could be given in
summary for the learners to be reminded of key points in the lesson.
APPLICATION OF KNOWLEDGE WHERE NECESSARY
The knowledge of lesson planning should be used in the comparison of the child-centred
Teaching Techniques (CCTT) and the Lesson Plan Manual (LPM) and the actual teaching
process.

Steps in CCTT Steps in the Lesson Plan Manual (LPM)

Introduction Opening
Content Development Introduction to the New Material
Discussion/ Feedback
Application Guided Practice Independent Practice
Assessment / Evaluation Independent Practice
Closing

THE LESSON PLAN MANUAL (LPM)

The Lesson Plan Manual (LPM) has different features:
1. The Administrative details:
Lesson Title: states the specific topic of the lesson
Theme: The broad subject area of the lesson
Examples: In English, examples could be writing, reading, composition, punctuation,
comprehension etc. Math – Number and Numeration, Everyday Arithmetic, Measurement,
Estimation, Geometry, Algebra, Statistics and Probability
Lesson Number: Lesson numbers are sequential and lesson must be taught in the order
shown, if it is a language Arts Lesson, the lesson number begins with “L” if is Math Lesson it
begins with an M.
The numbers in the middle indicate the grade level, for example, 02 indicates it is for class 2.
The last three numbers tell you which lesson it is in the sequence of 150 lessons. If the lesson
number says M-04-122, what does this mean? Mathematics class 4 lesson 122.
The LPM covers lesson plans for class 1 to JSS 3. This is indicated in the class /level section.
How long does a lesson last for? Last for - 35 minutes
What statement does the learning outcomes start with for each lesson?
By the end of the lesson, pupils will be able to…
The learning outcomes follow SMART principles

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SMART is an acronym that stands for:
S - Specific behaviours or actions which you can observe pupils do in the lesson
M - Measurable quantitative terms
A - Achievable by pupil’s base on their skills and knowledge and what is though in the
lesson
R - Relevant to the lesson and what pupils need to learn and in the future
T - Time-bound as they must be completed by the end of the lesson
The teaching aids list all the materials needed for the lesson.
Blackboards are pointers are not listed as teaching aids
THE FIVE PARTS OF THE LESSON PLAN MANUAL (LPM)
The Opening:
Ø What is about to happen?
Ø Why is it important for it to happen?
Ø How it relates to what has been down previously
Ø It should also engage pupils and capture their interest and assess their prior
knowledge and understanding of the topic
THE INTRODUCTION TO THE NEW MATERIAL
Ø Emphasize and reiterate key points
Ø Build in activities that allow pupils to “take in” the information
Ø Be mindful of potential misunderstandings.
The introduction to the new material is referred to as “I do”
This stage where the teacher shows or models for pupils what they need to know or be able
to do.
Guided practice
Ø Uses multiple opportunities for practice
Ø Builds practice exercise from easy to hard.
Ø Ensures that all pupils have an opportunity to practice- choral and individual
responses
Ø Monitor and correct pupils performance, this is known as “we do”, with the help of
the teacher and peers pupils work together.
Independent practice:
Ø Ensures that the activities reflect the achievement of the learning outcome
Ø Ensures that all pupils can demonstrate the skills or knowledge independently.
It is referred to as “you do”, here pupils demonstrate mastery of the knowledge and skills on
their own.
The Closing
This Covers:
Ø What did we learn today?
Ø What was the relevance of what we learned?
Ø Can pupils demonstrate achievement of or progress towards the learning outcomes
SIGNIFICANT FEATURES OF THE LPM
Ø Has only learning outcomes.
Ø Has to learn outcomes per lesson.
Ø Theme for each topic.
Ø Covered in three terms
Ø Only teaching aid is specified.
Ø Teaching and learning activities are embedded in the content

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CONCLUSION:
Lesson planning is basic in the teaching and learning situation, therefore, before the
tutor/teacher teaches or guides learners thoroughly planning is necessary. In the bid of
effective planning, questions such as, who is to be taught, what to be taught, how the lesson
should be taught should be considered.
The learning outcomes should be specific, measurable, achievable realistic and time-bound
The learning resources provided should suit the learning milieu.
REFERENCES:
1. Ampene K.E. (1996) Teaching Adults, Institute of Adult Education and Extra-Mural
Studies, Fourah Bay College, Sierra Leone
2. Farrant J.S.(2004) Principles and Practice of Education (New Edition) Longman
Group UK. Limited
SAMPLE QUESTIONS FOR PRACTICE
1. a) What do you refer to as methods of Teaching?
b) Identify four types of teaching methods suitable in your institution.
2. State the main components of CCTT and the Lesson Plan Manual format used in schools.
3. Discuss the “You do” aspect of the LPM format of the New Lesson Plan.
4. Using the LPM format write a lesson note in any subject of your choice.

MICRO-TEACHING
INTRODUCTION:
Micro-Teaching is designed to improve teaching skills and techniques.
It is also a scaled-down model of actual teaching wherein the teacher teaches a small group
for a short period.
While teaching the teacher’s performance is recorded by his colleagues making notes or use a
videotape or a magnetic tape.
After the teaching exercise, the teacher’s performance is reviewed and discussed with a focus
on only one or two teaching skills at a time such as explaining, questioning, motivating or
class control.
From the discussions, the points identified are brought out and the teacher is allowed to
re-teach the lesson while his/her colleagues assess improvement.
LEARNING CONTENTS:
Ø Definition of Micro-Teaching
Ø Who introduced Micro-Teaching and why was it introduced.
Ø Relevance of Micro-Teaching.
Ø The processes of micro-Teaching
Micro-Teaching was designed by Dwight Allen with a team of teachers and researchers at
Stamford University, California, U.S.A.
Micro-Teaching is based on the theory that teaching consists of several basic skills such as
communicating, explaining, questioning, and organizing among others. These skills
according to findings could be improved due to practice like athletes.
Micro-Teaching is an integral training component in many Teacher Training Colleges in
educational institutions.
Advantages of Micro-Teaching
Micro-Teaching does the following:
Ø Enables separate skills to be practised and perfected without the distractions of class
management.

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 Ø Provides the opportunity for immediate feedback from colleagues and the Tutor.
Ø Reduces the complexities of classroom teaching
The processes involved in Micro-Teaching (systematic plans).
Ø Identification of useful teaching skills.
Ø Illustration or demonstration of the skills by an expert.
Ø Practice of the identified skills separately.
Ø Teaching small groups to reduce organisational challenges.
Ø Immediate feedback to be provided.
Ø Eventual combining of the skills that have been acquired.
CONCLUSION:
Micro-Teaching could be more effective if colleagues in training note down relevant aspects
of the teacher’s performance while the teaching progresses in the absence of videotapes or
magnetic tapes.
REFERENCES:
Farrant – J.S. (2004) Principles and Practice of Education, Longman Group UK. Limited

SAMPLE QUESTIONS:
1. What is your understanding of Micro-Teaching?
2. Giving four reasons to discuss the relevance of Micro-Teaching in your training
programme.

MOTIVATION
Introduction
Motivation describes what energizes a person to direct his/her behaviour. Some of the factors
that energize and direct the behaviour of an individual include, need, interest, value, attitude,
aspiration and incentive.
Learning Points
Ø Definition of Motivation
Ø Factors that energize and direct somebody’s behaviour
Ø Types of motivation
Ø Characteristics of Motivation
Ø Relevance of Motivation in the classroom
Ø Methods of motivation in the classroom
Ø Factors that energize and direct somebody’s behaviour.
Ø Factors that energize and direct the behaviour of a person are:
Incentives need, interest, value, attitude, wants, aspiration etc.
Types of Motivation
Motivation is both internal and external.

The motivation that is triggered by internal stimuli is referred to as INTRINSIC

MOTIVATION
Motivation triggered by external stimuli is called EXTRINSIC MOTIVATION.

CHARACTERISTICS OF MOTIVATION
Ø Motivation creates necessary conditions for effective learning
Ø Motivation activates or sensitizes the individual towards different stimuli.
Ø It reinforces the behaviour that is geared towards the attainment of the desired goods.

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 Ø It directs the individual’s behaviour towards certain goals
RELEVANCE OF MOTIVATION IN THE CLASSROOM
Ø Motivation is necessary for reinforcement and essential conditions for learning. In the
classroom, reward and punishment are aspects of motivation. Rewarded behaviour is
repeated.
Ø Punishment should be used appropriately as a deterrent measure. Avoid corporal
punishment in the learning situation. Thus, use alternative measures to corporal
punishment.
Ø Tutors/Teachers motivate learners to elicit behaviour. Therefore, reinforcement
should be immediate and not to be delayed.
Ø Motivation increases the variety of behaviour. In the learning situation, the motivated
learner runs through extensive responses to achieve the correct outcome.

METHODS OF MOTIVATION IN THE CLASSROOM

Ø Use of verbal praise, this device includes words such as “Great”, “Good”, “Fine”
“Wonderful” etc.
Ø Whet the appetite, the teacher gives the learners a reward in arousing their interests
when tasks are performed appropriately, e.g. Giving the best reader a short
storybook
Ø Use familiar material

In giving examples, use the resources in the learning environment which learners can easily
understand, e.g. talking about seasons, the teacher should mention the Rainy and the Dry
Seasons in addition to winter, summer, autumn and Spring in Temperate countries.

REWARDS:
Ø Teachers should use these sparingly. Never use a material that requires spending
money to obtain to avoid subsequent challenges.
Ø Punishment – Avoid the use of the cane, therefore, alternative means should be
practiced.
Ø Give opportunity to learners to practise creative activities.
Ø Use competition such as debates, group discussions
Ø Peer learning is encouraged to encourage slow, average and above-average learners.

PROBLEMS OF MOTIVATION
NOTE‼ Avoid blaming, sarcasm, verbal rebukes, withholding privileges, use of the cane,
fining to extort money etc. All these activities are negative practices in motivation.

MASLOW'S HIERARCHY OF NEEDS

Needs are used by the psychologist may be physiological as in human needs for food, water,
shelter, air, sleep. It could be emotional such as the need for love, affection, security, new
experiences, praise and responsibility
Maslow’s hierarchy of Needs.
In 1943 Abraham Maslow presented a paper on the theme, a theory of human motivation and
extended his observation to human innate curiosity. In 1954, Motivation and personality were
presented in his book.

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According to Maslow, needs are represented in the form of a pyramid as follows:

Ø Physiological Needs (Basic Needs) - food, shelter, water air (breathing) sleep.
Ø Safety/ Security – This is the need for protection.
Ø Love/ Belonging – This need is required by every human being.
Ø Esteem Need – This is what a responsible human being intends to attain for self –
respect and dignity.
Ø Self- Actualization – This need is difficult to attain. However, people express the
desire to attain it in comparison with others.

CONCLUSION
Physiological needs/ Basic Needs are fundamental in the existence of all human beings. In
the absence of food, water, shelter and security no human being lives and no learning takes
place.
Motivation should be appropriately applied in the learning situation for a successful learning
outcome.

REFERENCES:
Wikipedia Encyclopedia (2009) Maslow’s
Hierarchy of Human Needs and motivation
www.businessballs.com.leadership/management

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SAMPLE QUESTIONS
1. a. What are the needs of Education?
2. Identify three physiological needs necessary to learners in the classroom
3. Discuss basic needs as necessities to effective learning in the classroom

TEACHING AND LEARNING RESOURCES

INTRODUCTION:
Teaching and learning resources are fundamental requisites for an effective and efficient
classroom teaching and learning situation. They give vividness to the learning situation and
thus make the abstract ideas concrete for positive learning outcomes.
LEARNING CONTENTS
Ø Definition of Teaching and Learning resources
Ø Types of teaching and learning resources
Ø Importance of teaching aids
Ø Characteristics of teaching aids
Ø Improvisation of teaching aids.
Definition of Teaching and Learning resources:
Teaching and learning resources are tools that teachers use to help their learners learn quickly
and thoroughly.
As individuals learn in different ways with different abilities or potentials, teachers rely on
learning resources to explain concepts to learners with a variety of learning needs.
Ø Types of teaching and learning resources:
Learning resources are categorized according to their nature of function and usability.
They are as follows:
1. Auditory Aids: These aids produce sound and act through the air. Examples are
Gramophone, Tape Recorder, Radio, CDplayer.
2. Visual Aids: These aids present pictures and matters act through the eyes. Examples
are the flannel board, the bulletin board, projected aids such as slides epidiascope –
film – strips and motion pictures, representations – charts, sketches, flashcards,
posters, cartoons and pictures etc.
3. Audio-Visual Aids: These aids produce both pictorial and sound which influence the
mind through the eyes and ears. These are Television, sound motion pictures.
4. Activity Aids: These aids induce direct participation of students and teachers to get
firsthand knowledge. These are:
5. Tours, Excursion, field trips
6. Collection of specimens, models, pictures, coins etc.
7. Preparation of models, charts, puppets etc.
8. Dramatics, Demonstration.
IMPORTANCE OF TEACHING AIDS
Teaching aids assist the tutor/teacher in different ways,
Teaching aids:
Ø Supplement in verbal instructions.
Ø Make learning permanent.
Ø Lead teachers in using a variety of strategies to accomplish lesson outcomes.
Ø Save time and energy while teaching.
Ø Encourage conducive classroom interaction.
Ø Help teachers to create conducive classroom situation for teaching beginners.

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 Ø Help in meeting individual differences among learners.
Ø Enable children to retain language items for a longer time.
Ø Give vividness to the learning situation.
Ø Make abstract ideas concrete and thus make learning more effective.
Ø Provide good substitutes for the real objects as they make learning equally
meaningful.
Ø Help in the development of various skills such as drawing diagrams of the topic.
SOME CHARACTERISTICS OF TEACHING AND LEARNING RESOURCES
Ø They should be bold enough to be seen by learners for whom they are used.
Ø They always stand to serve a useful purpose.
Ø They should be simple, cheap and maybe improvised.
Ø They should be accurate and realistic.
Ø Their purpose should be informative and not just entertainment..
Ø They help in the realisation of the stipulated learning objectives (outcomes).
Ø They should be useful for supplementing the teaching process but should not replace
the teacher.
CONCLUSION
Teaching and learning resources give vividness to the learning situation as abstract ideas
become concrete by using real objects or animals.
Improvisation enables teachers to use plants, animals and many things to replace imported
resources for effective teaching and learning.

REFERENCES
Farrant, J.S. (2004) Principles and practice of Education, Longman, UK
SAMPLE QUESTIONS
1. a. What are the learning resources?
2. Give four learning resources you improvised in any subject of your choice during
your Teaching Practice Exercise
3. A MODEL L P M LESSON

Lesson Title: Common and Theme: Grammar

Proper Nouns
Lesson Number:L-07-009 Class /Level: JSS1 Time: 35minutes

Learning Outcomes: Teaching Aids Preparation

By the end of the lesson, pupils 1. Nouns Table 1. Write the Nouns table
will be able to: 2. Sentences in the introduction to
1. distinguish between the new Material on
common and proper nouns the board.
2. identify each of these
nouns in sentences 2. Write the sentences
from the end of the
lesson plan on the
lesson plan on the
board

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a. What is the improvisation of teaching aids?
b. Give five reasons why improvisation is necessary for the teaching and learning process
Lesson Title: Common and Proper Nouns
Theme: Grammar
Lesson Number:L-07-009
Class /Level: JSS1
Time: 35minutes
Learning Outcomes:
By the end of the lesson, pupils will be able to:
1. distinguish between a common and proper noun
2. identify each of these nouns in sentences
Teaching Aids
1. Nouns Table
2. Sentences

Preparation
1. Write the Nouns table in the introduction to the new Material on the board.
2. Write the sentences from the end of the lesson plan on the lesson plan on the board

Opening (2 Minutes)
1. Say Last week we talked about nouns. Ask: What is a noun? (Answer: A noun is a
person, place or thing)
2. Ask: What does a noun do in a sentence? (Answer: A noun names a people, places
and things)
3. Say: Nouns are the names of people, places and things. Today we are going to learn
about common nouns and proper nouns.
Introduction to the New Material (10 Minutes)
1. Write these nouns on the board: phone,
2. Say: We have types of nouns on the board. Ask: Can you see any difference in the
words on the board? (Answer: We write them in different ways. Some nouns begin
with small letters some nouns begin with capital (big) letters)
3. Invite pupils to identify all the nouns that start with capital letters. Then invite pupils
that start with a small letters
4. Say: some nouns start with a capital letter because they name a specific person, place
or thing. For example, Joe, Sierra, Leo, River Moa.
5. Say: We call nouns that start with capital letters ‘Proper Nouns’. They name a
specific person, place or thing. We call nouns that name people, places and things
generally ‘common nouns’ Common nouns start with a small letters.
6. Look at the table on the board
Proper nouns Common nouns

1. Ask pupils to help put these nouns in the correct column: phone, Isa, money, Kaba,
Nairobi, Thursday, Liberia, Fatu, fruit, teacher. (Answer: Proper nouns – Isa, Kaba,
Nairobi, Thursday, Liberia, Fatu, Common nouns – book, money, fruit, teacher).

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Guided Practice (10 minutes)
1. Write these words in a list under the heading ‘Proper nouns’ on the board: personal
names, place names, names of languages, names of days of the week, names of
months,
2. As pupils to work in pairs. Ask them to think of an example each of the proper nouns
3. When they finish, ask pupils to share their examples. ( Example answers: Momoh,
Mary, Friday, Fala, Karo, English, Monday, Tuesday, Mars, Jane)
4. Ask: Is the word ‘day’ a proper noun? (Answer: No, it’s a common noun because it
names something general) Ask: Is the Word ‘Monday’ a proper noun? (Answer: Yes,
because it names a specific day)
5. Ask pupils if these Words are proper nouns or common nouns: Bah, teacher, town,
Bo, Foday, language, September, month, sea, River Moa, (Answer: Proper nouns-
Bah, Bo, Foday, September, River Moa; common nouns – teacher, town, language,
month, sea)
6. Ask: What do proper nouns start with? (Answer: a capital letter)
Independent practice (10 minutes)
1. Write this sentence on the board: My brother, Momoh, went to Kono on Tuesday.
2. Ask: Which words are proper nouns? (Answer: Momoh,Kono,Tuesday) Ask: Which
words are common nouns? (Answer: brother)
3. Point to the sentences on the board (found at the end of the lesson plan)
4. Ask pupils to write the sentences in their exercise book and underline the proper
nouns and circle the common nouns.
5. After 5 minutes, ask pupils to work in pairs to share and compare their answers.

Closing (3 minutes)
Write these sentences on the board: My friends, Momoh, Matu and Olu, are coming to visit
me on Monday. They live in Kalia and I do not go to them very often.

SENTENCES
1. The best time to visit Liberia is from December to March.
2. Gambia ,Nigeria and Ghana are all countries in West Africa
3. We attend school from Monday to Friday. Our teacher’s name is Mr. Momoh

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